Sex-role stereotypes and self-concepts in college students.

Rosenkrantz, Paul S.; Vogel, Susan R.; Bee, Helen L.; Broverman, Inge K.; Broverman, Donald M.

doi:10.1037/h0025909

Cited by 753 publications

(362 citation statements)

References 16 publications

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“…A body of research on gender stereotypes over the past 20 years has shown that there are consensual beliefs about the personality traits that characterize the average man and women (Broverman, Vogel, Broverman, Clarkson, & Rosenkrantz, 1972;Rosenkrantz, Vogel, Bee, Broverman, & Broverman, 1968;Spence, Helmreich, &Stapp, 1975;Williams & Best, 1982). Specifically, traits related to instrumentality, dominance, and assertiveness are believed to be more characteristic of men than women, and traits related to expressiveness, warmth, and concern for other people are believed to be more characteristic of women than men.…”

Section: Belief System Of the Perceivermentioning

confidence: 99%

Putting gender into context: An interactive model of gender-related behavior.

Deaux¹,

Major²

1987

Psychological Review

1,057

802

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A model that describes conditions influencing the display of gender-related behavior is presented as a supplement to existent models of sex differences. Whereas many previous models stress the importance of distal factors, our model emphasizes the degree to which gender-related behavior is variable, proximally caused, and context dependent. More specifically, we propose that gender-related behaviore are influenced by the expectations of perceivers, self-systems of the target, and situational cues. This model of gender-related behavior builds on theory and data in the areas of (a) expectancy confirmation processes and (b) self-verification and self-presentation strategies. Support for the model is presented, and suggestions are offered for its future development.Are men and women different, and if so, why? These seemingly simple questions have proved remarkably resistant to satisfactory answers, despite a long tradition of attempts. Investigators of some eras have emphasized differences between women and men, whereas those of other eras have argued for the essential similarity of the sexes. For example, in recent years one can observe a minimization of sex differences in the benchmark work of Maccoby and Jacklin (1974) and a reendorsement of sex differences in the subsequent work of Gilligan (1982), Eagly (1987), and others. Proponents of both views have had problems. Those who predict stable sex differences have had trouble accounting for the often limited ability of sex to predict behavior and for a variability that sometimes appears random.The order of authorship for this article was determined alphabetically and hence is arbitrary. The contributions of both authors are equivalent and inseparable.Portions of this article were developed while Kay Deaux was a Fellow at the Center for Advanced Study in the Behavioral Sciences, where support was provided in part by the John D. and Catherine T. McArthur Foundation. Additional support was provided by Grants BNS-8217313 and BNS-8604993 from the National Science Foundation to Kay Deaux.Many people have contributed to our thinking in this article. A preliminary version of the model was presented at the Nags Head Conference on Sex and Gender in May 198S, and we thank the members of that conference for their feedback. The members of the Self, Cognition, and Affect Project at the Center for Advanced Study in the Behavioral Sciences provided valuable input and a stimulating context. In addition, we thank the following people for their comments on earlier versions of this article: Richard Ashmore, Nyla Branscombe, Jennifer Crocker, John Darley, Frances Del Boca, Alice Eagly, Russ Fazio, Sam Glucksberg, Tory Higgins, Bill Martin, and Janet Spence.Correspondence concerning this article should be addressed to Kay Deaux, who is now at City University of New York, Graduate Center, Box 325, 33 West 42 Street, New York, New York 10036-8099 or to Brenda Major, Department of Psychology, Park Hall, State University of New York at Buffalo, Amherst, New York 14260.Those who argue that ...

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Section: Belief System Of the Perceivermentioning

confidence: 99%

Putting gender into context: An interactive model of gender-related behavior.

Deaux¹,

Major²

1987

Psychological Review

1,057

802

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“…Sin entrar aquí en la cuestión de si estas diferencias existen realmente o no, lo cual sería objeto de la psicología diferencial, lo que la psicología social ha demostrado es que la gente cree que existen y utiliza dicotomías muy similares a la de Simmel para describir a hombres y mujeres. Las primeras investigaciones en las que se analizó el contenido de los estereotipos de género (Broverman, Vogel, Broverman, Clarkson y Rosenkrantz, 1972;Rosenkrantz, Vogel, Bee, Broverman y Broverman, 1968) establecieron una distinción entre los rasgos relacionados con la competencia y los asociados a la expresividad emocional, dicotomía que es conceptualmente similar a la que estudios posteriores utilizaron para distinguir entre instrumentalidad y expresividad (Spence, Helmrecih y Stapp, 1975), o entre agencia y comunalidad (Deaux y Lewis, 1984;Eagly y Steffen, 1984;Williams y Best, 1982). En todas estas dicotomías los hombres se perciben como competentes, asertivos, independientes y orientados hacia el poder y el logro, mientras que las mujeres se perciben como afectivas, dependientes, sociables, poco preocupadas por ellas mismas y orientadas hacia los demás.…”

Section: Estereotipos De Género Y División Del Trabajounclassified

Estereotipos de género, maternidad y empleo: un análisis psicosociológico

2018

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Introducción: en las últimas décadas se ha producido un cambio sustancial en la posición de las mujeres en el mercado laboral, aunque no puede hablarse todavía de un reparto equitativo del trabajo entre hombres y mujeres. Por una parte, existen aún claros indicios de discriminación laboral de las mujeres, y por otro, la participación de los varones en el trabajo doméstico no ha crecido al ritmo al que lo ha hecho la de la mujer en el trabajo remunerado.Objetivo: reflexionar sobre las bases ideológicas en las que se sustenta esta desigualdad mediante el análisis del peso que los estereotipos de género tradicionales, y específicamente aquellos que se construyen alrededor de la maternidad, tienen en la carrera laboral de las mujeres jóvenes.Metodología: los datos proceden de un estudio cualitativo en el que se entrevistó a una muestra de jóvenes con diferentes posiciones dentro del mercado de trabajo.Resultados: en general, los discursos sobre la maternidad y la crianza se caracterizan por un marcado esencialismo biológico y psicológico que atribuye a las mujeres una mayor capacidad natural para el cuidado de los hijos.Conclusiones: los estereotipos de género que se construyen alrededor de la maternidad son uno de los principales factores ideológicos que mantienen la discriminación de las mujeres dentro del mercado laboral.

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“…The expectations concerning sexappropriate behavior, however, are not always consistent. For example, in a recent survey, respondents of both sexes stereotyped women as "talkative" and "quiet" (Rosenkrantz et al, 1968). The Theory of Status Characteristics and Expectation States (Berger, Cohen, & Zelditch, 1966) may provide an alternative way of conceptualizing interaction in mixed groups.…”

Section: Sex Statusmentioning

confidence: 99%

“…Subjects will also evaluate these trai~s as more or less favorable, generally assigning a higher value to stereotypically masculine characteristics (McKee & Sherriffs, 1957;Rosenkrantz et al, 1968 Sherriffs, 1957). A majority of each sex also endorses the statement that men possess higher gen~ral intelligence than women (Fernberger, 1948;Sherriffs & Jarrett, 1953).…”

Section: Sex Statusmentioning

confidence: 99%

Sex Status in Teacher Groups

Hall

1975

ETS Research Bulletin Series

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Women in the field of education are frequently required to participate in mixed-sex decision-making groups, such as teaching teams or committees, but observers of professional women's behavior, and professional women themselves, describe women's participation in such groups as less than optimal.Women professionals report that sex status intrudes into the vocational setting, creating problems in cross-sex communication which interfere with job performance (Bernard, 1967;Epstein, 1970;Rossi, 1970;Simon, Clark, & Galway, 1967).Because women and men high school teachers frequently work together on faculty committees and teaching teams, the research presented here was designed to examine the possibility that sex status affects the decision-making process in teacher groups. Related ResearchThe evidence from previous research indicates that men and women do behave differently in mixed discussion groups. The following three generalizations may be drawn from these studies:1. Men are more active than women. That is, the average man contributes more verbal acts than the average women. This was seen to be true of adults in jury deliberations (Strodtbeck & Mann, 1956); of married couples discussing "revealed differences" in judgment or opinion (Kenkel, 1957;

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Sex-role stereotypes and self-concepts in college students.

Cited by 753 publications

References 16 publications

Putting gender into context: An interactive model of gender-related behavior.

Putting gender into context: An interactive model of gender-related behavior.

Estereotipos de género, maternidad y empleo: un análisis psicosociológico

Sex Status in Teacher Groups

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